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Garrett Hodgkins
Similar to how the last chapter discussed methods a teacher could use to learn about the intelligences of his students, this chapter discusses how a teacher could teach his students about the intelligences. First it describes how important it is for a student to be aware that there is more than one form of intelligence, and that all of them are intelligent, just in different ways. It says that research has shown that learners benefit from instruction that makes them reflect upon how they best learn, it also stresses that the way this information is presented needs to be inclusive.
This chapter helped me learn some methods so that I can quickly and effectively teach my students of the Multiple Intelligences theory, and how to make sure I don't instill any negative ideas into students that may be ( as of that moment) lacking in certain areas of intelligence. As we have already learned all students have the capability to become proficient in all 8 intelligence areas, so any discouragement through wrong word use at this point may have a severe effect on the student's development in that intelligence area through the rest of their life. The book relates strategies on how it would be easy to teach MI to what seems to be students of a young age, such as specifying people at the “end-state” of each intelligence like children’s authors for linguistic, or famous illustrators for spatial. Although these are geared towards a younger crowd it could easily be changed to appeal to an older students body, for instance mentioning J.K Rowling or J.R.R Tolkien instead of Dr.Seuss.
Sean Falasca
This chapter helped me a lot by giving me ideas to express and introduce Multiple Intelligence Theory (MI). I think bringing in different people for a career day that would represent intelligences in MI would be an excellent idea. I could educate each adult about what sort of big ideas they should each express effectively when describing their job. Afterwards, I could ask each student which job they liked the best and why. I could read their reflections and see which type of MI they are interested in. Also, taking field trips to places representing the MI’s and observe which intelligence my students would gravitate towards would be a great idea. Studying biographies of famous people of different MI and representing each culture, race, gender, and ethnic background and asking students to report on which famous person they liked reading about the most would be a good indicator of MI. Finally, I like the MI tables’ idea. Setting up tables with activities expressing each MI and observing which table my students enjoy the most would give me the information I seek.
By using these different activities, it will make my job much easier developing lesson plans, coming up with assignments, and projects that fill the void my students need to learn best. In high school, my teachers never really did different activities and I remember not putting in my full effort because the curriculum didn’t seem interesting to me. If the curriculum were presented to me in a different way then I would have most likely put more effort and care into my work. All students want to learn, it is up to teacher to figure out how it works best for them.
Alison Hutchins
The fourth chapter of Multiple Intelligences in the Classroom gives ways for teachers to introduce the idea of multiple intelligences in the classroom. It explains that it is a very simple concept, probably the easiest of all of the intelligence theories, to understand, as it is not overly technical in it's word use or full of confusing acronyms. Because of this, it can be effectively explain to children in 1st grade, and well understood by older children. Understanding the theory is important as research suggests that children benefit greatly from learning about and reflecting on their own learning processes. Knowing their strengths and weaknesses also gives them the ability to be their own advocates when they find themselves in new learning environments. Knowing their intelligences is really important for these reasons, obviously, as students that know themselves and their learning styles can help teachers understand what they need in a learning environment. But, for me, the biggest issue of a student not understanding this concept is that, in their experience, their strengths may have been overlooked, or not celebrated as intelligence. The book says that the younger the grade levels, the more hands shoot up when a question is posed as to who believes they are intelligent. As somebody that wants to teacher secondary children, I think this really sad, as every student should understand that they are intelligent in their way, and that they are always capable of growing in whatever area that they want to. I believe that knowing this will give students confidence and aid in their success.
Frank Makuch
This chapter goes into the importance and also practicality of teaching students about multiple intelligences. When children know about their multiple intelligences they are able to embrace them by selecting projects or assignments useful to them. Also, Students are able to advocate for themselves more effectively if the information is known. When teaching students about MI it is important to use language they can understand. The author offers many activities as well to show student the importance of MI. Activities include career days, field trips, biographies of famous people, quick experiential activities, wall displays, board games, stories songs or plays, and readings. Some of these activities may be more suited to older or younger students. The author also offers a few specific activities to get students thinking about the intelligences. One such activity is a human intelligence hunt by which students try to find other students who are proficient in a certain intelligence.
I can see the importance of MI, but I do not understand why so much instruction is needed in this area. I think that the multiple intelligences should be something briefly explained to students should be sufficient. In my class I may touch on the theory, but I would want to emphasize that all people have all intelligences to varying degrees. The author says it is important not to pigeon hole individuals into a certain category. I think that there is also a risk in students pigeon holing themselves. Maybe they stop developing a certain intelligence because they are focused on a certain one.
Kaitlyn Bowie
The focus of this chapter is how to go about teaching your students about multiple intelligences and allow them to either identify the intelligences within themselves, or perform activities, which allow their peers to identify the types of intelligences they excel in. Psychologists agree that identifying ones own intelligences is very beneficial to the student and can help them to identify for themselves where they are strongest and where they are weakest. It can also help to encourage independent problem solving in areas where students struggle, so as to try and integrate their strengths into that area. For a teacher this can also be beneficial, as it negates the need for them to focus closely on one or two students, or briefly understand the entire class over a period of time. I feel that this is a lesson I would really like to integrate into the first few classes of the school year. Not only will it be enjoyable for the students as they get to mingle and figure which intelligences they are strongest in, but it also gives me the opportunity to understand where they might struggle. If almost every student struggles in certain intelligence, I know that that is an area I should focus in integrating into my lessons. I might also find that the majority of students is very strong in an area I am weaker in, in which case I would push to integrate that aspect to improve my own teaching method and make it easiest for my students to become involved with my lessons.
Kiera Timme
Chapter 3, of Multiple Intelligences in the Classroom, advocates the importance for teachers to identify the multiple intelligences of their students. One of the ways they suggest going about this is by asking the students themselves. This is where Chapter 4 leads off. Despite its seeming complexity, the authors encourage teachers to teach students the essentials of MI theory in order for students to [[#|begin]] using the MI vocabulary when describing how they learn.Armstrong details a “Five-Minute Introduction to MI theory” as the first step in acquainting students (even those as young as six or seven) with MI concepts. One key idea presented in the text is to ensure that the discussion ask questions that foster inclusion. Naturally one session is not going sufficiently explain MI theory. As such, the author presents suggestions for activities to encourage continued investigation and reflection. These include, field trips that focus on one particular intelligence at a time (e.g. the library), creating biographies for individuals who have been identified as having an aptitude for a particular intelligence, and experiential activities based on each one of the eight intelligences. Although I have only recently been exposed to the idea of multiple intelligences, I can already see a change in perspective developing in the way I view my learning. It seems to me, then, that if we encourage our students to think about the way they learn this can only benefit us as educators, and help facilitate our development as responsive teachers. Although I plan to teach math, this definitely seems to me like a great first week activity, and will definitely support the use of journaling in my classroom.
Jon Delorme
I think it is a great idea to introduce Multiple Intelligence Theory to a class. The book seems to be more focused on introducing it to elementary students, but I still feel like it would be very useful in a high school setting. This book has got me thinking that I want MI theory to be an essential part of my classroom design.
If I do introduce MI theory during the first week of [[#|classes]] and explain that it will be a big part of the whole year then I think kids would feel more at ease and comfortable in my class. Especially if they never had a teacher take the time to highlight individual strengths before starting a school year. I think it would be a great idea to explain that I will try my best to have all eight MI’s woven into my class. I am envisioning always making sure I have eight different project options for a class. Say I have four big projects over the course of a semester. I would have a student be able to choose which option they wanted to show they learned the material. Maybe I would work in a rule where a student cannot do all four projects in the same intelligence area. Either one or two projects have to be a different area other than where they are most comfortable in. I think this would allow students to explore different ways of thinking and improve areas that are not as strong. It is surprising to me how excited I actually am that I may be able to do this some day.
Tori Penney
Chapter 4 of MI had one quote that really stuck out to me, “children go into school as question marks and leave school as periods.” This is [[#|a quote]] that I strongly agree with. I know that I always loved to write, but that got pushed out of me when I was forced to write about things that I didn't care about and had no relevance to me. I hope that I will be able to bring the question mark back into my student’s hearts. I really love the ideas that were presented in this chapter on how to not only explain to the students what the different intelligence's are, but also how to demonstrate them to the students, and showing them that they have a hold on each of these intelligence's As I said in an earlier response, I feel like too many students just assume they “aren’t any good at math,” and forget what they can do in math, focusing only on the things they are not so good at. Unfortunately, I do feel like many of these activities are for younger children. Like I said in my last response, I feel like these types of activities should be done early on anyways, that way teachers in the future can know what their students need from them as learners. Some of these activities, such as the Human Intelligence Hunt, could be modified for older children.
Tess Perry
Explaining the MI theory to students is highly recommended. Not only can it be done in a simple way, so simple that younger grades will understand, but it can also be a valuable tool for students as they grow into young professionals beyond school. This chapter put emphasis on focusing on the fact that everyone has all 8 intelligences, so students do not get frustrated and give up simply because they are less developed in one area. Examples of how to introduce the MI theory and different activities that can be done with this topic were explained in this chapter. A few examples include, field trips, career day, biographies, readings and different classroom activities. By teaching MI theory using all 8 intelligences will help students understand the concepts through demonstration. As a future health teacher, I thoroughly enjoyed this chapter. The idea of teaching students about themselves, teaching them to evaluate themselves is a great topic for mental health. I would definitely use this topic in a health class for any grade level. The examples of activities for teaching MI theory were very helpful. The career day section reflected to my ideas regarding how to keep students engaged, because this is a method of connecting school and learning to the real world. Using biographies to highlight famous people and their strengths in certain intelligences give students role
Caroline Murphy
This chapter about the various practical ways that a teacher can explain multiple intelligences to their students was very helpful and informative. I think makng students aware of their different intelligences can have an extremely positive benefit in the classroom, because it encourages kids to focus on their strenghts instead of their weaknesses. The quote on page 45 that says, “What did we do in the intervening years to convince children that they’re not intelligent?” really had an impact on me, and the meaning behind that is something I want to keep in mind when I am teaching. Based on numerous factors – peer pressure, society and the media, personal difficulties – by the time kids reach high school, a good portion of them have a relatively low opinion of themselves. This can affect their education by giving them less motivation to work through adademic challenges and by making them less likely to appreciate their own success. As teachers, we need to try to reverse those notions and teach students to value their own differences and talents, and teaching them about multiple intelligences is a good way to start doing that. I learned a lot about the different ways that teachers can adapt their lessons to the different intelligences of their students. In some ways, it can be as simple as planning a variety of activities for them as opposed to doing the same thing over and over again. I also learned that students are a lot more aware of their own academic strengths and weaknesses than we might think, especially younger students. Teachers need to remember that students are the best experts on themselves, so we need to start trusting their instincts about what they need to learn effectively.
Molly Olsen
One of the best things about multiple intelligences is that it can give students a confidence boost! In realizing that there is more than one kind of intelligence, kids see themselves each as smart, though perhaps in a different way from their peers. If you treat each of the multiple intelligences as equal, and all important, then they will feel that they're important. This is imperative as it seems the classic school set-up is made to cater linguistic, and logical students mostly and the other kids who possess other talents and needs are often left bereft of curriculum that interests them.
This chapter offers many ways in order to make your students feel like their strengths are meaningful and valued. One of the suggestions was something that I'd thought of as well, which was to put posters all over the room of famous people who display the various intelligences (preferably an equal amount of each so as not to show favoritism). Another suggestion was to have kids do a sort of scavenger hunt where they must find a student to perform an action relevant to one of the multiple intelligences. By the end they should have eight unique signatures and be more aware of their fellow students abilities. A way to accomplish a similar task would be by displaying the work of students in the halls or around the room, showing that all different projects are well done and worth appreciation. And a final way to really bring home the idea of each person's important and various skills is by having a sort of "career day" where people using their specific abilities and intelligences out in the real world (and making a living from it!).
Amy Jones
In Chapter 4 the authors provide you examples of how you can teach MI in your classrooms.
The first thing you want to do is to simply explain the theory to them. You can alter your vocabulary so that all of the students understand what some of the different categories are. Another helpful idea is to make a MI Pizza that is cut into 8 different slices with pictures and easy to understand words that describe each one.
Different ways to teach MI Theory are:
Career Day: Invite members of your community that represent the different intelligences and see how the students interact with them.
Field Trip: Try and take your kids to different places that bring out their naturally MI’s.
Biographies: Have your student learn about different well-known people and how they use their different intelligence to exceed in their professions.
Lesson Plans: For this you can have your students be aware that you are going to teach in all of the 8 intelligences and have them try and guess what activity went with each intelligence.
Quick experimental activities: Find different ways in which the students can response quickly in each intelligence.
Wall Displays: Try and find posters of 8 people who succeed in the array of intelligences.
Displays: Show products made by students that show examples of the intelligences
Readings: Provide students with readings on MI
MI Tables: Provide 8 different areas in which students can go to use that specific intelligence.
MI stories, songs or play: You can create different stories, songs or plays with the help of your students to portray the intelligences in different ways.
Table of Contents
Garrett Hodgkins
Similar to how the last chapter discussed methods a teacher could use to learn about the intelligences of his students, this chapter discusses how a teacher could teach his students about the intelligences. First it describes how important it is for a student to be aware that there is more than one form of intelligence, and that all of them are intelligent, just in different ways. It says that research has shown that learners benefit from instruction that makes them reflect upon how they best learn, it also stresses that the way this information is presented needs to be inclusive.This chapter helped me learn some methods so that I can quickly and effectively teach my students of the Multiple Intelligences theory, and how to make sure I don't instill any negative ideas into students that may be ( as of that moment) lacking in certain areas of intelligence. As we have already learned all students have the capability to become proficient in all 8 intelligence areas, so any discouragement through wrong word use at this point may have a severe effect on the student's development in that intelligence area through the rest of their life. The book relates strategies on how it would be easy to teach MI to what seems to be students of a young age, such as specifying people at the “end-state” of each intelligence like children’s authors for linguistic, or famous illustrators for spatial. Although these are geared towards a younger crowd it could easily be changed to appeal to an older students body, for instance mentioning J.K Rowling or J.R.R Tolkien instead of Dr.Seuss.
Sean Falasca
This chapter helped me a lot by giving me ideas to express and introduce Multiple Intelligence Theory (MI). I think bringing in different people for a career day that would represent intelligences in MI would be an excellent idea. I could educate each adult about what sort of big ideas they should each express effectively when describing their job. Afterwards, I could ask each student which job they liked the best and why. I could read their reflections and see which type of MI they are interested in. Also, taking field trips to places representing the MI’s and observe which intelligence my students would gravitate towards would be a great idea. Studying biographies of famous people of different MI and representing each culture, race, gender, and ethnic background and asking students to report on which famous person they liked reading about the most would be a good indicator of MI. Finally, I like the MI tables’ idea. Setting up tables with activities expressing each MI and observing which table my students enjoy the most would give me the information I seek.
By using these different activities, it will make my job much easier developing lesson plans, coming up with assignments, and projects that fill the void my students need to learn best. In high school, my teachers never really did different activities and I remember not putting in my full effort because the curriculum didn’t seem interesting to me. If the curriculum were presented to me in a different way then I would have most likely put more effort and care into my work. All students want to learn, it is up to teacher to figure out how it works best for them.
Alison Hutchins
The fourth chapter of Multiple Intelligences in the Classroom gives ways for teachers to introduce the idea of multiple intelligences in the classroom. It explains that it is a very simple concept, probably the easiest of all of the intelligence theories, to understand, as it is not overly technical in it's word use or full of confusing acronyms. Because of this, it can be effectively explain to children in 1st grade, and well understood by older children. Understanding the theory is important as research suggests that children benefit greatly from learning about and reflecting on their own learning processes. Knowing their strengths and weaknesses also gives them the ability to be their own advocates when they find themselves in new learning environments.Knowing their intelligences is really important for these reasons, obviously, as students that know themselves and their learning styles can help teachers understand what they need in a learning environment. But, for me, the biggest issue of a student not understanding this concept is that, in their experience, their strengths may have been overlooked, or not celebrated as intelligence. The book says that the younger the grade levels, the more hands shoot up when a question is posed as to who believes they are intelligent. As somebody that wants to teacher secondary children, I think this really sad, as every student should understand that they are intelligent in their way, and that they are always capable of growing in whatever area that they want to. I believe that knowing this will give students confidence and aid in their success.
Frank Makuch
This chapter goes into the importance and also practicality of teaching students about multiple intelligences. When children know about their multiple intelligences they are able to embrace them by selecting projects or assignments useful to them. Also, Students are able to advocate for themselves more effectively if the information is known. When teaching students about MI it is important to use language they can understand. The author offers many activities as well to show student the importance of MI. Activities include career days, field trips, biographies of famous people, quick experiential activities, wall displays, board games, stories songs or plays, and readings. Some of these activities may be more suited to older or younger students. The author also offers a few specific activities to get students thinking about the intelligences. One such activity is a human intelligence hunt by which students try to find other students who are proficient in a certain intelligence.I can see the importance of MI, but I do not understand why so much instruction is needed in this area. I think that the multiple intelligences should be something briefly explained to students should be sufficient. In my class I may touch on the theory, but I would want to emphasize that all people have all intelligences to varying degrees. The author says it is important not to pigeon hole individuals into a certain category. I think that there is also a risk in students pigeon holing themselves. Maybe they stop developing a certain intelligence because they are focused on a certain one.
Kaitlyn Bowie
The focus of this chapter is how to go about teaching your students about multiple intelligences and allow them to either identify the intelligences within themselves, or perform activities, which allow their peers to identify the types of intelligences they excel in. Psychologists agree that identifying ones own intelligences is very beneficial to the student and can help them to identify for themselves where they are strongest and where they are weakest. It can also help to encourage independent problem solving in areas where students struggle, so as to try and integrate their strengths into that area. For a teacher this can also be beneficial, as it negates the need for them to focus closely on one or two students, or briefly understand the entire class over a period of time.I feel that this is a lesson I would really like to integrate into the first few classes of the school year. Not only will it be enjoyable for the students as they get to mingle and figure which intelligences they are strongest in, but it also gives me the opportunity to understand where they might struggle. If almost every student struggles in certain intelligence, I know that that is an area I should focus in integrating into my lessons. I might also find that the majority of students is very strong in an area I am weaker in, in which case I would push to integrate that aspect to improve my own teaching method and make it easiest for my students to become involved with my lessons.
Kiera Timme
Chapter 3, of Multiple Intelligences in the Classroom, advocates the importance for teachers to identify the multiple intelligences of their students. One of the ways they suggest going about this is by asking the students themselves. This is where Chapter 4 leads off. Despite its seeming complexity, the authors encourage teachers to teach students the essentials of MI theory in order for students to [[#|begin]] using the MI vocabulary when describing how they learn.Armstrong details a “Five-Minute Introduction to MI theory” as the first step in acquainting students (even those as young as six or seven) with MI concepts. One key idea presented in the text is to ensure that the discussion ask questions that foster inclusion. Naturally one session is not going sufficiently explain MI theory. As such, the author presents suggestions for activities to encourage continued investigation and reflection. These include, field trips that focus on one particular intelligence at a time (e.g. the library), creating biographies for individuals who have been identified as having an aptitude for a particular intelligence, and experiential activities based on each one of the eight intelligences.Although I have only recently been exposed to the idea of multiple intelligences, I can already see a change in perspective developing in the way I view my learning. It seems to me, then, that if we encourage our students to think about the way they learn this can only benefit us as educators, and help facilitate our development as responsive teachers. Although I plan to teach math, this definitely seems to me like a great first week activity, and will definitely support the use of journaling in my classroom.
Jon Delorme
I think it is a great idea to introduce Multiple Intelligence Theory to a class. The book seems to be more focused on introducing it to elementary students, but I still feel like it would be very useful in a high school setting. This book has got me thinking that I want MI theory to be an essential part of my classroom design.
If I do introduce MI theory during the first week of [[#|classes]] and explain that it will be a big part of the whole year then I think kids would feel more at ease and comfortable in my class. Especially if they never had a teacher take the time to highlight individual strengths before starting a school year. I think it would be a great idea to explain that I will try my best to have all eight MI’s woven into my class. I am envisioning always making sure I have eight different project options for a class. Say I have four big projects over the course of a semester. I would have a student be able to choose which option they wanted to show they learned the material. Maybe I would work in a rule where a student cannot do all four projects in the same intelligence area. Either one or two projects have to be a different area other than where they are most comfortable in. I think this would allow students to explore different ways of thinking and improve areas that are not as strong. It is surprising to me how excited I actually am that I may be able to do this some day.
Tori Penney
Chapter 4 of MI had one quote that really stuck out to me, “children go into school as question marks and leave school as periods.” This is [[#|a quote]] that I strongly agree with. I know that I always loved to write, but that got pushed out of me when I was forced to write about things that I didn't care about and had no relevance to me. I hope that I will be able to bring the question mark back into my student’s hearts. I really love the ideas that were presented in this chapter on how to not only explain to the students what the different intelligence's are, but also how to demonstrate them to the students, and showing them that they have a hold on each of these intelligence's As I said in an earlier response, I feel like too many students just assume they “aren’t any good at math,” and forget what they can do in math, focusing only on the things they are not so good at. Unfortunately, I do feel like many of these activities are for younger children. Like I said in my last response, I feel like these types of activities should be done early on anyways, that way teachers in the future can know what their students need from them as learners. Some of these activities, such as the Human Intelligence Hunt, could be modified for older children.Tess Perry
Explaining the MI theory to students is highly recommended. Not only can it be done in a simple way, so simple that younger grades will understand, but it can also be a valuable tool for students as they grow into young professionals beyond school. This chapter put emphasis on focusing on the fact that everyone has all 8 intelligences, so students do not get frustrated and give up simply because they are less developed in one area. Examples of how to introduce the MI theory and different activities that can be done with this topic were explained in this chapter. A few examples include, field trips, career day, biographies, readings and different classroom activities. By teaching MI theory using all 8 intelligences will help students understand the concepts through demonstration.
As a future health teacher, I thoroughly enjoyed this chapter. The idea of teaching students about themselves, teaching them to evaluate themselves is a great topic for mental health. I would definitely use this topic in a health class for any grade level. The examples of activities for teaching MI theory were very helpful. The career day section reflected to my ideas regarding how to keep students engaged, because this is a method of connecting school and learning to the real world. Using biographies to highlight famous people and their strengths in certain intelligences give students role
Caroline Murphy
This chapter about the various practical ways that a teacher can explain multiple intelligences to their students was very helpful and informative. I think makng students aware of their different intelligences can have an extremely positive benefit in the classroom, because it encourages kids to focus on their strenghts instead of their weaknesses. The quote on page 45 that says, “What did we do in the intervening years to convince children that they’re not intelligent?” really had an impact on me, and the meaning behind that is something I want to keep in mind when I am teaching. Based on numerous factors – peer pressure, society and the media, personal difficulties – by the time kids reach high school, a good portion of them have a relatively low opinion of themselves. This can affect their education by giving them less motivation to work through adademic challenges and by making them less likely to appreciate their own success. As teachers, we need to try to reverse those notions and teach students to value their own differences and talents, and teaching them about multiple intelligences is a good way to start doing that. I learned a lot about the different ways that teachers can adapt their lessons to the different intelligences of their students. In some ways, it can be as simple as planning a variety of activities for them as opposed to doing the same thing over and over again. I also learned that students are a lot more aware of their own academic strengths and weaknesses than we might think, especially younger students. Teachers need to remember that students are the best experts on themselves, so we need to start trusting their instincts about what they need to learn effectively.
Molly Olsen
One of the best things about multiple intelligences is that it can give students a confidence boost! In realizing that there is more than one kind of intelligence, kids see themselves each as smart, though perhaps in a different way from their peers. If you treat each of the multiple intelligences as equal, and all important, then they will feel that they're important. This is imperative as it seems the classic school set-up is made to cater linguistic, and logical students mostly and the other kids who possess other talents and needs are often left bereft of curriculum that interests them.This chapter offers many ways in order to make your students feel like their strengths are meaningful and valued. One of the suggestions was something that I'd thought of as well, which was to put posters all over the room of famous people who display the various intelligences (preferably an equal amount of each so as not to show favoritism). Another suggestion was to have kids do a sort of scavenger hunt where they must find a student to perform an action relevant to one of the multiple intelligences. By the end they should have eight unique signatures and be more aware of their fellow students abilities. A way to accomplish a similar task would be by displaying the work of students in the halls or around the room, showing that all different projects are well done and worth appreciation. And a final way to really bring home the idea of each person's important and various skills is by having a sort of "career day" where people using their specific abilities and intelligences out in the real world (and making a living from it!).
Amy Jones
In Chapter 4 the authors provide you examples of how you can teach MI in your classrooms.The first thing you want to do is to simply explain the theory to them. You can alter your vocabulary so that all of the students understand what some of the different categories are. Another helpful idea is to make a MI Pizza that is cut into 8 different slices with pictures and easy to understand words that describe each one.
Different ways to teach MI Theory are:
Career Day: Invite members of your community that represent the different intelligences and see how the students interact with them.
Field Trip: Try and take your kids to different places that bring out their naturally MI’s.
Biographies: Have your student learn about different well-known people and how they use their different intelligence to exceed in their professions.
Lesson Plans: For this you can have your students be aware that you are going to teach in all of the 8 intelligences and have them try and guess what activity went with each intelligence.
Quick experimental activities: Find different ways in which the students can response quickly in each intelligence.
Wall Displays: Try and find posters of 8 people who succeed in the array of intelligences.
Displays: Show products made by students that show examples of the intelligences
Readings: Provide students with readings on MI
MI Tables: Provide 8 different areas in which students can go to use that specific intelligence.
MI stories, songs or play: You can create different stories, songs or plays with the help of your students to portray the intelligences in different ways.